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Students should be strongly encouraged to speak English from the first day.
Did you guess that all the above statements are false? To provide a successful learning environment for English language learners,
classroom teachers and administrators need to understand six essential concepts that are directly related to the statements listed
above: culture shock, comprehensible input and output, language acquisition versus language learning, the optimum age for learning a
second language, the affective filter, and the silent period. As we explore these concepts, we will also look at classroom scenarios that
exemplify each belief.
Culture Shock
True or False?My newcomer should be referred to the child study team. He is often disruptive in the classroom and kicks and hits the
other children. There is something wrong with him aside from not knowing the language.FALSE.
Newcomers who act out in the classroom are most likely suffering from culture shock. Anthropologist Kalvero Oberg first used the term
culture shock in 1960 to describe the feelings that people have when they move to an unfamiliar culture. What does culture shock look
like in immigrant children? They may become withdrawn and passive or they may be more aggressive. The greater the difference
between the student's new culture and the student's primary culture, the greater the shock (Levine & Adelman, 1993). Newcomers have
usually left behind family members, friends, teachers, and pets. They are no longer surrounded by a familiar language and culture.
Children often do not have the full support of their parents because the parents are experiencing culture shock, too. In the following
example, Eduardo, an ELL from Mexico, shows his frustration with his new environment.
Eduardo, who is a Mexican newcomer at his elementary school, hits and kicks his classmates. He is frustrated and cries easily. One
day, the only other Spanish-speaking student in his class was absent and Eduardo couldn't communicate at all. He threw himself on the
floor and screamed. His anger and unhappiness were apparent. His teacher feels that there is something wrong with him beyond the
language barrier.
While Eduardo was very affected by his new environment, every child reacts differently to moving to a new place. Most English
language learners go through four stages of culture shock before they become comfortable with their NEW LANGUAGE .
1.
Euphoric or Honeymoon Stage. During this stage, newcomers are excited about their new lives. Everything is wonderful and
they are having a great time learning about their environment.
2.
Rejection Stage. At this stage, the differences between the new culture and the old one become more apparent to
newcomers. They reject their new surroundings because there is so much that they do not understand. ELLs can feel
overwhelmed and may seem sleepy, irritable, uninterested, or depressed. Students at the rejection stage may refuse to learn
the NEW LANGUAGE . Some students may become aggressive and act out their frustrations like the students in the next
example.
Ilya, a 10-year-old boy from Russia, clings to his mother's car door and screams when she drops him off at school. Eight-yearold Amir from Lebanon gets sick every day before lunch and has to go home. Rosa, a six-year-old from Puerto Rico, runs wild in
her 1st grade classroom because she doesn't understand the classroom rules and expectations.
3.
Regression Stage. English language learners are frustrated because they cannot communicate and are bombarded with
unfamiliar surroundings, unreadable social signals, and an unrelenting barrage of new sounds. They are homesick and miss their
family, friends, and familiar sights and sounds. They spend their leisure time socializing with friends who speak the same
4.
5.
language or listening to music and watching videos from their home country.
Teenage newcomers often feel angry and helpless because they have had no say in their families' move to the United States.
They have lost control of their environment because they don't speak English. Student essays give us a further glimpse of how
newcomers feel when they first come to the United States. One student exclaimed, I didn't want to leave my country. My parents
decided to come here. I didn't have a choice. Another asserted, I miss my friends and school. I had to leave my grandparents
behind. A third student complained, I eat lunch alone every day. I don't have any friends in this school. Newcomers in this stage
of culture shock need time and patience from their teachers.
Integration Stage. At this stage, newcomers start to deal with the differences between the old and new cultures. They learn to
integrate their own beliefs into their new environment and begin to find ways to exist with both cultures. Many immigrant parents
become alarmed at this stage because they do not want their children to lose their primary language and culture, such as the
Nakamuras in the next example.
The Nakamuras are a Japanese family with four children. They came to the United States for a five-year job-related stay.
Because the nearest Japanese school was over an hour away, the children were enrolled in the local public school. Mr. and Mrs.
Nakamura did not want their children to become Americanized. They did not allow them to socialize with classmates after school
or join any school groups or clubs. The children were required to come home every day to complete a few hours of homework
assigned by the Japanese Saturday School. Needless to say, the children never got past the integration stage, and they were
never comfortable with American culture.
Acceptance Stage. Newcomers are now able to enter and prosper in the mainstream culture. They accept both cultures and
combine them into their lives. Some students will adopt the mainstream culture at school and follow the values of the home
culture outside school. During this stage, many immigrant parents make it clear to their children that they do not want them to
abandon their primary language and culture. Their concerns are valid, as demonstrated by the family in the following example.
Guadaloupe and Francisca, two sisters from Venezuela, feel pulled between American and Venezuelan cultures and are angry
that their parents restrict them from participating in after-school social activities. Guadaloupe was not permitted to attend a school
dance and Francisca was not allowed to go to a sleepover party. The girls are also losing their native language. When family
members come from their home country, they can understand what is said in Spanish, but they can no longer speak the language.
True or False?Children who have the ability to memorize grammar rules and complete pages of grammar drills will learn to speak and
write English more quickly.FALSE.
Krashen (1988) makes an important distinction between language acquisition and language learning. Children acquire a second
language through a subconscious process during which they are unaware of grammatical rules. This process is similar to how they
acquire their first language. They get a feel for what is and what isn't correct. To acquire language, the learner needs a source of natural
communication. Young students who are in the process of acquiring English can get on-the-job practice by communicating with their
classmates.
Language learning, on the other hand, is not communicative. This type of learning comes from direct instruction about the rules of
language. Learners have conscious knowledge of the new language and can talk about what they know. They can memorize the rules
of the language and perhaps succeed on a standardized test, but they still may not have strong speaking or writing skills. The next
example shows how ELLs can perform in the classroom but fail to translate that success into English comprehension.
Yiming is a 4th grader who attended cram school in the evening. She learned to read and write by rote memorization. She could
sound out words phonetically, fill in grammar pages, regurgitate information in English, and speak without an accent. With this kind of
performance in the classroom, Yiming's parents were surprised when her teacher told them that her reading comprehension was low
and her creative writing was unintelligible.
Most new English language learners will go through a silent period during which they are unable or unwilling to communicate orally in
the new language. This stage may last for a few days to more than a year, depending on a variety of factors. The silent period occurs
before ELLs are ready to produce oral language and is generally referred to as the preproduction stage of language learning. ELLs
should not be forced to speak before they are ready. Teachers shouldn't embarrass these students by putting them on the spot. ELLs
need time to listen to others speak, to digest what they hear, to develop receptive vocabulary, and to observe their classmates'
interactions. This silent behavior does not mean that students are not learning; however, it may be that they are not ready to speak.
Teacher instruction is an important factor in how long the silent period lasts. If the teacher provides hands-on activities and encourages
students to interact in small groups, ELLs will be able to participate in the classroom sooner and be more confident about speaking with
their peers. Teachers should not assume that young ELLs would not be embarrassed or shy when attempting to speak a second
language.
Another factor that may influence the length of the silent period is the child's personality. If the child is shy or self-conscious, he or she
may be reluctant to speak. On the other hand, an outgoing child will speak more readily and will advance more quickly from
preproduction to early production. There are also cultural factors to consider. Students, like Arlana in the next example, do not like to
make mistakes and will not speak until they have a good grasp of the language.
Arlana, a Muslim student from Lebanon, is in the 2nd grade. She has frustrated every teacher she has worked with since
kindergarten. She rarely speaks in English and she has been in school in the United States since the age of 3. When she does respond
to her teacher's questions, she whispers. She doesn't talk much to classmates and spends most of her time outside school with family
and other Muslim children. Arlana understands oral directions, and she reads and writes on the 2nd grade level. Nothing her teachers
have done has made her comfortable about expressing herself orally. Her teachers encouraged her parents to arrange play dates for
Arlana with her native English-speaking peers. Her parents were also encouraged to seek professional help for Arlana, but the family
moved at the end of 2nd grade and her teachers never saw a resolution to her reticence to speak.
Although this is an extreme example, girls from some cultural backgrounds are not encouraged to speak. Being very quiet in the
classroom is often viewed as culturally appropriate behavior for girls.
Native language also plays a role in students' willingness to talk. If the sound systems between their native and second language are
similar, students will usually speak earlier.
Differences in language styles among social classes also influence how quickly students speak. Urban middle-class parents tend to
speak more, teach verbally, and give oral instructions to even very young children. Newcomers from less industrialized countries teach
their children by showing them what to do. They are less likely to verbalize their instructions.
Should mainstream educators know the factors that affect second-language acquisition? If the above beliefs are not dispelled,
educators cannot provide an optimum learning environment for English language learners with rich language acquisition opportunities
and supportive teachers and classmates.
***
Let's take another look at these beliefs and review what we learned from this chapter:
A newcomer who exhibits disruptive or odd behavior may be suffering from culture shock.
English language learners need comprehensible input. They cannot learn English by soaking up language in a mainstream
classroom.
To acquire a new language, children need a source of natural communication. Memorizing grammar rules will not help them
deductive reasoning. The form is of greater importance than communication. Teaching and learning
are technical and based on a syllabus. One studies the theory in the absence of the practice. One
values the correct and represses the incorrect. Error correction is constant leaving little room for
spontaneity. The teacher is an authority figure and the participation of the student is predominantly
passive. The student will be taught how to form interrogative and negative sentences, will
memorize irregular verbs, study modal verbs, etc., but hardly ever masters the use of these
structures in conversation.
Language-learning inspired methods are progressive and cumulative, normally tied to a preset
syllabus that includes memorization of vocabulary. It seeks to transmit to the student knowledge
about the language, its functioning and grammatical structures, its contrasts with the student's
native language, knowledge that hopefully will produce the practical skills of understanding and
speaking the language. However, the effort of accumulating knowledge about the language with all
its irregularity becomes frustrating because of the lack of familiarity with the language.
Innumerable graduates in Brazil with arts degrees in English are classic examples of language
learning. They are certified teachers with knowledge about the language and its literature but able
to communicate in English only with poor pronunciation, limited vocabulary and lacking awareness
of the target culture.